Communication in the Digital Age

2018FA
COMM 1255 SEC01
Office hours Content
TU/FR 9:50 - 11:30 am
Hastings Suite 119
Joseph Reagle, Ph.D., <j.reagle>
TU appointments starting at 15:30
Comm Studies, 215 Holmes Hall
Tip: Enter at 41A Leon St.
Policies
Assignments
Rubric
Resources
Schedule

 

Course objectives

Digital communication is central to contemporary life and yet (or consequently) we take it for granted. Communication in the Digital Age will remedy this. At its successful completion you will be able to explain the technical basis, communicative effects, and commercial aspects of digital communication. For instance, you will learn about web protocols, attention and multi-tasking, the shape and strengths of one’s relationships; you’ll learn about online ads, content, and privacy; and we’ll discuss how bias can emerge in online platforms.

Successful completion of this course enables one to:

  1. recall, compare, and give examples of key issues and theories of online communication (e.g., deindividuation);
  2. explain how the Internet & Web work (e.g., DNS);
  3. ask complex questions and have a sense of how one might address those questions (e.g., are Millennials tech-savvy?);
  4. exercise practical digital competencies (e.g., filtering email, writing markup, and assessing your digital footprint);
  5. compellingly write in both a short-form online venue and longer-form academic format;

Policy

Active learning and the Web

“I hear and I forget. I see and I remember. I do and I understand.” – Confucius

This is an active learning course: you will be engaged in class and group discussion and exercises.

We also make much use of the Web. For instance, this syllabus is a Web page that I update; I expect you to bookmark it and to follow links. (If you find a broken link or typo, let me know!) You can easily find things on this page with control-f. You can open links in new tabs with control-click. We will also make use of Google Docs. In emails I often use markdown syntax and respond below your quoted (‘>’) text.

Academic policies

In short, come to class on time and with the readings and assignments completed; be respectful and willing to collaborate. There are no provisions for missed exams or late assignments.

In general, if you have an issue, such as needing an accommodation for a religious obligation or disability, speak with me before it affects your performance. Do not plead afterwards. Instead, beforehand, offer proposals that show initiative and a willingness to work.

Academic Integrity is of utmost importance: “The promotion of independent and original scholarship ensures that students derive the most from their educational experience and their pursuit of knowledge.” Violations include cheating, plagiarism, and participating in or encouraging dishonesty. If you cheat on an exam, you will receive zero credit and be referred to the Office of Student Conduct. If you plagiarize seven or more words in a row, the same will follow.

We sometimes use devices in class as part of an activity, but the default policy is for gadgets to be silenced and put away. If you want to use a device throughout the course, email me a device proposal with your intended usage. Device users might also be called upon you to perform tasks such as looking things up or taking collaborative notes. Deviations from classroom professionalism and respect may result in dismissal from class and demerits against your grade. See full course policies for more detail.

Assignments

There are 1000 points at stake over the course of the term. This is converted to letter grades on the basis of thresholds; they are not rounded.

Grading Rubric

Communication Studies courses are expected, on average, to have a GPA of no more than a 3.3 (B+); this means those receiving an A or A- are in the minority. The course rubric notes that “A” students have all of the following attributes.

  1. show mastery in assignments. Their work demonstrates impressive understanding of readings, discussions, themes and ideas. It is fluid, clear, analytical, well-organized and grammatically polished. Reasoning and logic are well-grounded and examples precise.
  2. have virtually perfect attendance. Their commitment to the class resembles that of the teacher.
  3. are prepared for class. They always read assignments and participate fully. Their attention to detail is such that they occasionally catch the teacher in a mistake.
  4. show interest in the class. They look up or dig out what they don’t understand. They often ask interesting questions or make thoughtful comments.
  5. have retentive minds. They are able to connect past learning with the present.
  6. have a winning attitude. They have the determination, initiative, and self-discipline to succeed.

Also see the participation and writing rubrics.

Resources

Many links are found through-out this syllabus (remember, control-f is your friend), but I’ve gathered some of the most important ones below.

Readings

You must obtain two books: I wrote the first one for this class, and the second will be invaluable to your own writing.

Most readings are linked to from this page, if not check readings.zip .

Like other skills, bibliography is something you learn to do well. Technology can make it easier. EasyBib is popular, and Northeastern makes RefWorks and EndNote available to students.

Note that for selections, I specify the chapter (ch=) or pages (pp=) to read.

Schedule

Sep 07 Fri - Are you tech-savvy?

Welcome! We introduce ourselves, cover class logistics, and consider if your generation is tech-savvy.

  1. Bring a mnemonic linking your name with something novel about yourself. For instance, I would say: “Imagine Prof. Reagle being chased by beagles.”
  2. Use the readings to generate a higher-order question (analysis, synthesis, evaluation) from Bloom’s taxonomy. Do you have a sense of how you would go about answering your question?

Sep 11 Tue - Markdown

Read the first chapter and complete the assignment below. Bring a device to class.

Wiki tutorial

A wiki is an easy to create website using a lightweight syntax—such as markdown—for specifying things images, links, and headings. Markdown is simple text, easy to read and write, supported by many editors, and can be mixed with HTML when needed (such as to embed a Youtube video). It’s used on sites including Reddit and Tumblr.

REQUIRED: Go to HackMD and create your own wiki.

  1. Sign in using an existing social media account of your choice. I recommend Dropbox as you can easily backup/export your work there.
  2. Create a new note entitled “Home Page” and set its permission to Locked so others don’t vandalize it. (You should lock all the pages you create.)
  3. Read about markdown syntax (or watch a video tutorial). Copy the markdown from my homepage into your page and edit it to make it your own.
  4. Press +New to create a page for your “Wiki tutorial.” Reflect on the reading (first chapter of my book) while using headings, links, images, and videos.
    1. Copy the URL of this page, go back to your home page, and make a link to it.
  5. Similarly, create and link to a page for your first set of reading responses.

This isn’t graded and doesn’t count toward your five reading responses but I will give you feedback. Email me your assignment 90 minutes before class: include cda-r in the email’s subject, include the <link> to your page, followed by the markdown of the page.

Sep 14 Fri - Attention

Read the chapter below and conduct the “online intention” exercise from the Attention Probes.

(Remember, you don’t have to write a response to this reading because it is not a required practical exercise; but you do have to write five responses by the middle of the term so pace yourself carefully. If you do write a response, include it on your wiki response page and email me the and markdown following the directions above. )

Sep 18 Tue - How the Web works

Identify something about digital communication that you would like to learn more about, or something from the reading you found confusing. Don’t get too hung up on technical details (especially about cryptography), we’ll cover everything in class.

(Again, you can write a response to this toward the five due by the middle of the semester. If there’s multiple readings, you can focus on one. There’s no need to exhaustively summarize both, but the best responses often manage to find some point of convergence. Also, you don’t want to give the impression of always choosing the easiest/smallest reading only. )

Sep 21 Fri - Crap detection

Many people are not aware of the power available to them in Web searches nor how to evaluate the information they encounter. I’m asking you to use advanced search techniques and reflect on the credibility of online information.

Web search and evaluation

REQUIRED: Review the instructions above and create a wiki page using the power of the Web (headings, links, embedded images, etc.) to show me your searches and results as appropriate while engaging with the readings. For example, this link shows the results of searching for “Howard Rheingold” from January 1st to the 11th in 2014.

  • Google Search
  • Web credibility
  • Wikipedia evaluation
    • On the “Joseph Reagle” Wikipedia article it says (a) I worked at the World Wide Web Consortium and (b) characterized my book Good Faith Collaboration as “bestselling.” How does these claim relate to the policy of Wikipedia:Verifiability? Would you suggest any changes to the page?
    • According to its history, when was this article first created?

Email me your assignment 90 minutes before class: include cda-r in the subject, include the <link> to your page, followed by the markdown.

Sep 25 Tue - Fake News

Had everyone in the country learned and used “crap detection” skills, would we have been so affected by “fake news”?

Sep 28 Fri - Learning

We will discuss the science of learning. Bring a device and some concepts you’d like to remember. In class we will be installing and using software so you can experiment with spaced repetitive learning. You may write a response.

Oct 02 Tue - Filtering

Filter and label your email

REQUIRED: Review the instructions above and create a wiki page with a screenshot of your new filter while engaging with the readings.

  1. Review this video on Creating Filters with Gmail.
  2. Create a GMail label for our class list (neu-cda).
  3. Find and select a message from our class email list.
  4. Click the (more) button in the upper right, then Filter messages like this.
  5. Enter your filter criteria in the appropriate field(s) (e.g., Subject = [neu-cda]). Click Create filter
  6. Select your options:
    1. Select Apply the label.
    2. If you don’t want it to appear in your inbox you can Skip the Inbox, but make sure to check the label/folder occasionally. You can edit Gmail filters via the (settings).
  7. click Create filter and once done, take a screenshot of the filter.

Remember, in your email to me, include cda-r in the subject, include the to your page, followed by the markdown.

Oct 05 Fri - Cooperation

Why do we cooperate, and when and why do we fail to do so? These readings are removed from the digital realm, but think about how the concepts you read about might be applicable to what we see online. (Focus on Nowack, but also have a look at the supplementary Wikipedia content.)

Oct 09 Tue - Contribution & Gender

How does gender figure into digital communication, participation, and contribution?

Oct 12 Fri - Social networks

Oct 16 Tue - Exam Review

If you do a response, craft two multiple choice questions and two short/essay questions that could appear on the exam. For each question, provide an answer/explanation, or even a mnemonic, in a section below all the questions.

DUE: Please send me the <URL> of your response page for assessment, following template structure. If you do a response for today, include that markdown as well, but I don’t need the markdown of all your previous responses.

Oct 19 Fri - Exam (and midpoint of semester)

Oct 23 Tue - Feedback in the age of comment

What is it like to give and receive feedback in the age of comment? How do individuals and communities cope?

DUE: Essay proposal

Oct 26 Fri - Ads and social graph background

What are the main types of advertisements available online? This is relevant to our discussions of algorithmic discrimination, online manipulation, and privacy.

(Please bring Hacker’s Pocket Style Manual to class.)

Oct 30 Tue - Manipulated

In what ways are online reviews, ratings, rankings, and comments manipulated? What can you trust and how would you know?

Nov 02 Fri - Online ads and blockers

Knowing what we know about online advertising, should users be able to easily block ads? If so, who then pays for the free content and services we consume?

Adblocking

REQUIRED: Review the instructions above and create a wiki page with screenshots of a webpage with and without adblocking while engaging with the readings. In this assignment I want you to learn how to install an ad blocker and experience what it is like to browse a saner Web. Whether you continue to use it is up to you!

  1. Install a Web browser ad-blocker and review some of your favorite sites. I use UBlock Origin, which can be installed in Chrome, Firefox, Safari, & Edge.
  2. Take a before and after screenshot of a site that demonstrates the difference.

Note: if Northeastern rejects your email as spam because of discussion of ads, you may send your email to me at my personal address.

Nov 06 Tue - Dating

How has digital communication changed the dating landscape? Can we trust what we see? What sort of biases emerge in people’s messaging behaviors?

Nov 09 Fri - Breakup

On the flip-side of dating, how do people breakup in the digital age? Gershon’s chapter is a bit dated, but that can be useful: what has changed and what has stayed the same? For more recent attitudes, skim Lenhart et al.

Nov 13 Tue - Algorithmic discrimination

Guest: Christo Wilson

Do algorithms exhibit biases (intentional or otherwise) in online commerce?

Nov 16 Fri - Privacy

How concerned should we be about our privacy online? Is there anything we can do to protect it?

Privacy footprint

REQUIRED: Review the instructions above and create a wiki page with some of the results of your self-stalking (via links or screenshots) while engaging with the readings. You might be surprised by what is revealed in your public online footprint, but so much more can be had for a fee. You don’t have to document everything, just the interesting highlights.

Please be mindful of your privacy in this assignment and do not share anything that weakens your privacy further, such as screenshots of your phone number.

Nov 20 Tue - Haters

Why does digital communication give rise to such toxic behavior, including that of haters and that seen in “bully battles”?

Nov 23 Fri - NO CLASS

Nov 27 Tue - Shaped

How does digital communication affect our ability to be mindful? How does it affect self-esteem; is it making us narcissistic?

Nov 30 Fri - Collapsed context

What does it mean to be authentic online? Is it possible anymore to have more than one persona online? Bring your device for a class activity.

Dec 04 Tue - Pushback

Is online communication really so awful? Is it possible to opt-out of digital communication?

DUE: Reading responses. Please send me the <URL> of your responses page following template structure. If you do a response for today, include that markdown as well, but I don’t need the markdown of all your previous responses.

DUE: Essay.


© 2013-2018 Joseph Reagle. Please reuse and share! Creative Commons License